Page 1: Call for Papers

Join colleagues at the University of Leeds on Tuesday 8 November to explore and reflect on the meaning of Student Success in the context of Taught Student Education.

There will be a mixture of keynotes, panels, and parallel sessions where you can engage with colleagues on a variety of themes including:

  • What do we mean when we talk about Student Success? 
  • Designing a curriculum that is engaging and fosters belonging 
  • Design thinking and Curriculum change 
  • Inclusive pedagogies and authentic assessment 
  • Co-creation and Student Voice 
  • Using data to action change 

We would like to invite colleagues to submit proposals to present papers or best practice on these themes at the conference via this online form by Sunday 18 September 2022 (extended from 11 September).

We particularly encourage submissions that include student voice

The conference is free to attend for all speakers and delegates, and will take place in-person at the University Leeds. Please note this will not be a hybrid event.

Please find the conference webpage here, and the conference privacy notice here.


Further information about the themes:

What do we mean when we talk about Student Success?  

Staff working in this area focus on increasing retention, improving student engagement and measuring student outcomes with emphasis on students that we identify as from widening participation or backgrounds that might not traditionally go to university.

Equating student success with these measures is valid (and required), but does it consider the complexities of what we mean when we talk about success?

Designing a curriculum that is engaging and fosters belonging 

In the HE sector, we know that a student’s sense of belonging at university has a huge impact on their engagement and achievement and universities have been working hard to embed ‘belonging’ in the university experience.

The challenge is how do we design a curriculum that enables such a diverse range of students (and staff) to feel they belong?

Design thinking and Curriculum change  

Design thinking is both an attitude and a process for decision making, problem solving and idea generation. It focuses on empathy, cognitive diversity, student-staff collaboration, co-creation and testing assumptions to generate effective solutions.  

Design thinking goes further than ‘fixing’ issues; it questions the assumptions that lie beneath how we do things. It involves an openness to diverse observations and experiences, bringing unique insight and understanding and generating creative ideas.  The conference will consider how design thinking can be applied to curriculum change

Inclusive pedagogies and authentic assessment  

Research suggests exams “encourage a narrow and formulaic engagement with knowledge” (Jan McArthur, senior lecturer in education and social justice in the Department of Educational Research at Lancaster University).

So, what are the alternatives?

How can we effectively and inclusively evidence and measure the learning of knowledge and skills that are relevant for their eventual intended use?

Co-creation and Student Voice 

How can we truly listen to our diverse student body and co-create engaging, inclusive teaching and learning? 

Using data to action change 

Predictive analytics allows us to identify where to focus our resources and respond in real time – rather than to feedback after the fact.  

So, how can we make data easier for staff to engage with?  

How can we make sure that we are using the data ethically and that we are getting the most from the data we collect?  

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